In English as a Second Language Teaching and Testing situations, it is common to infer about learners’ reading ability based on his or her total score on a reading test. This assumes the unidimensional and reproducible nature of reading items. However, few researches have been conducted to probe the issue through psychometric analyses. In the present study, the IELTS exemplar module C (1994) wa...

Much of the research on children’s reading has focused on cognitive aspects such as word recognition and comprehension. Major syntheses published in the 1980s and 1990s devoted considerable attention to cognitive processes in reading (Barr, Kamil, Mosenthal, & Pearson, 1991; Pearson, Barr, Kamil, & Mosenthal, 1984; Ruddell, Ruddell, & Singer, 1994). Yet because reading is an effortful activity ...

This study investigated whether Lexical Inferencing (L1) and Morphological Instruction (MI) can significantly affect EFL learners’ reading comprehension, furthermore, it also examined their effects on the learners’ vocabulary retention over time. 60 homogeneous EFLlearnerswere randomly assigned to two experimental and a control groups. After the pre-test, participants of the first experimental ...